Miss. Aloe's Teaching Philosophy and Goals

Philosophy: 
Education should be equitable, introspective, and applicable to the modern world. Since history is ridden with hypocrisy and injustice, I plan to teach all material with those truths in mind. I was fortunate enough to participate in the International Baccalaureate (IB) Program throughout my secondary education, therefore I have a commitment to incorporating international perspectives and service-work experiences into my curriculum. 

Goals: 
I want my students to look at history from a forward perspective, in other words it is my goal that all students will be empathetic when studying the past. In order to learn the most from history we must put ourselves in the position of those we study. Moreover, I want my students to be conscious consumers of information. Students need to identify, evaluate, and critique historical documents, events, and characters in order to successfully learn from the past. Finally, I challenge myself to ensure that all my students receive the absolute best education possible. There are no excuses for mediocre teaching, and while my techniques may be unordinary at times, I hold myself and my students to the highest standards. 

Tuesday, April 21, 2009

Autistic Spectrum Disabilities (ASD)


There are 5 disorders that fall under Autism Spectrum Disabilities: 

A. Autistic Disorder
  • severe developmental disability characterized by an early age of onset, poor social development, impairments in language development, and rigidity in behavior 
B. Asperger's Disorder
  • sustained and often lifelong impairments in social interactions and the development of restricted, repetitive patterns of behavior, interests, and activities
C. Rett's Disorder
  • following typical dev. during first year of life, a genetic deficit, almost exclusively affecting girls
  • rapid deterioration of behavior, language, and purposeful hand movements as well as retardation and seizures
D. Childhood Disintegrative Disorder 
  • rare condition in which a typically developing 3 to 15 year- old child experiences a rapid loss of language, social, motor, and toileting skills 
E. Pervasive Developmental Disorder not otherwise specified (PDD-NOS)- 
  • vague designation used to describe children who resemble those with autistic or Asperger's disorder but differ in a diagnostically significant way (like age of onset) 
__________________________________________________________
1. Characteristics:
  • pervasive, lifelong difficulties in social interaction skills and deficiencies in communication
  • extreme and rigid interests and behaviors
  • low rates of eye contact, or gaze, to others
  • lack of attention to multiple dimensions of a task
  • stereotypical and repetitive movements and behaviors
  • social isolation
  • limited receptive and expressive language skills
  • difficulty understanding personal and interpersonal emotions/behaviors 
2. Demographics
  • approximately 120,000 children diagnosed with autism in 2002
  • a 500% increase in children with ASD served under IDEA in the past 10 years
  • 4 times as many boys as girls are identified 
3. Assessments/Education Programs
  • rating scales, observation protocols, and semi-structured interviews
  • transdisciplinary functional behavior assessments
  • general education classrooms
  • specialized programs in public or private schools
  • residential programs 
4. Outcomes
  • lifelong and chronic disability
  • ongoing problems with social aspects of life, jobs, and independence 
  • success depends on early intervention, quality and stability of the network supports, cognitive ability, and symptom severity 
Source: Special Education for Today's Teachers (2008) by Rosenberg, Westling, and McLeskey

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